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Ye, Juyan; Zhao, Di – Teachers and Teaching: Theory and Practice, 2019
The purpose of this study was to investigate how three Chinese teachers developed their teacher identities in a reform context. Drawing upon data from a larger social historical study, the work-life narratives of the three teachers at different stages of their careers were used as case studies to showcase three types of teacher identity…
Descriptors: Foreign Countries, Self Concept, Professional Identity, Case Studies
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Neto, Roque; Rodrigues, Vinicius P.; Polega, Meaghan; Persons, Megan – Teachers and Teaching: Theory and Practice, 2019
With data from 311 K-12 public school teachers working in the United States, we tested a predictive model of entrepreneurial behaviour that included demographic characteristics and career adaptability, and identified differences between highly and minimally entrepreneurial teachers on how and why they adapt their teaching practices. Statistical…
Descriptors: Public School Teachers, Elementary School Teachers, Secondary School Teachers, Entrepreneurship
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Schaefer, Lee; Clandinin, D. Jean – Teachers and Teaching: Theory and Practice, 2019
In this paper, we focus on questions around who we are as teacher educators as well as our responsibilities in helping pre-service teachers compose forward-looking stories as they prepare to begin teaching. We draw on the results of two studies in this paper: one a semi-structured interview study with 55 second- and third-year teachers in two…
Descriptors: Teacher Educators, Preservice Teacher Education, Teacher Competencies, Teacher Responsibility
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Lawrence, David F.; Loi, Natasha M.; Gudex, Boyd W. – Teachers and Teaching: Theory and Practice, 2019
This cross-sectional study sought to investigate teachers' experiences of work intensification and wellbeing. Using the Job Demands-Resources model as a framework, this study investigated the relationship between work intensification, satisfaction with workload, perceived organisational support, and burnout. An Australian sample of 215 high school…
Descriptors: Correlation, Teacher Burnout, Well Being, Faculty Workload
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Zeng, Yan; Day, Christopher – Teachers and Teaching: Theory and Practice, 2019
This mixed method research explores the contexts, purposes, forms, practices, and effects of school provided collaborative professional development (PD) as experienced by teachers working in primary and secondary schools in England and Shanghai. The research is part of a larger partnership pilot study by the University of Nottingham and Shanghai…
Descriptors: Faculty Development, Teacher Collaboration, Cross Cultural Studies, Foreign Countries
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Madero, Cristobal – Teachers and Teaching: Theory and Practice, 2019
In this study, descriptive and comparative in nature, I analyze teachers' dissatisfaction with their profession in Chile, Brazil, and Mexico (N = 10,846). Using data from the 2013 Teaching and Learning International Survey (TALIS), I question whether extrinsic and intrinsic elements of school organizations, in addition to teachers' personal…
Descriptors: Foreign Countries, Comparative Education, Secondary School Teachers, Teacher Attitudes
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Lowe, Geoffrey; Gray, Christina; Prout, Peter; Jefferson, Sarah; Shaw, Therese – Teachers and Teaching: Theory and Practice, 2019
Since the mid-1980s, the working lives of teachers has become an enduring research topic. Much research has focused on early-career teachers and is often reported from deficit positions, i.e. why they leave the profession. However, career trajectory studies have described a small cohort of veteran teachers who remain positive and committed to…
Descriptors: Experienced Teachers, Identification, Teacher Persistence, Teacher Surveys
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King-Sears, Margaret E.; Stefanidis, Abraham; Brawand, Anne – Teachers and Teaching: Theory and Practice, 2019
This exploratory research underscores Bandura's social learning theory on collective agency to investigate co-teaching partners' collaboration regarding reading instruction for students with disabilities. Students whose Individualized Education Programs stipulate reading are dependent on special educators to deliver such instruction. In the…
Descriptors: Barriers, Program Implementation, Special Education, Reading Instruction
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Toom, Auli; Tiilikainen, Mikko; Heikonen, Lauri; Leijen, Äli; Mena, Juanjo; Husu, Jukka – Teachers and Teaching: Theory and Practice, 2019
This study investigated student teachers' (N = 82) learning of action-oriented knowledge (AOK), triggering incidents in teaching practice, and the relationships between these two. Student teacher's action-oriented knowledge is understood as core capability for the practice of teaching, and learning of action-oriented knowledge needs to be…
Descriptors: Knowledge Level, Critical Incidents Method, Preservice Teacher Education, Knowledge Base for Teaching
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Lo, Leslie N.K. – Teachers and Teaching: Theory and Practice, 2019
This article offers a critical review of the impact of policy-induced changes on school teachers in the Chinese Mainland where educational reform has been an ongoing project for four decades. It addresses three aspects of the current state of teaching and the teaching profession: the contextual factors that have influenced their development; the…
Descriptors: Foreign Countries, Educational Policy, Educational Change, Professionalism
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Cai, Yonghong; Bi, Yan; Wang, Li; Cravens, Xiu Chen; Li, Yanli – Teachers and Teaching: Theory and Practice, 2018
The construct of teachers' pay satisfaction is important to the systemic appraisal of teachers' compensation. The study aims to probe the components of teachers' pay satisfaction and verify this construct in primary and secondary schools in China. In-depth interviews with 24 teachers were conducted to propose a construct model for teachers' pay…
Descriptors: Foreign Countries, Teacher Salaries, Secondary School Teachers, Elementary School Teachers
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Zhang, Hong; Yuan, Rui; Wang, Qiang – Teachers and Teaching: Theory and Practice, 2018
Informed by an ethnographic approach, this study aims to investigate the professional culture of a group of English as a foreign language (EFL) teachers in a high school in China. Relying on data gathered through extended field observation and in-depth interviews, this study seeks to uncover the distinctive characteristics of EFL teacher culture…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Ethnography
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Mausethagen, Sølvi; Prøitz, Tine; Skedsmo, Guri – Teachers and Teaching: Theory and Practice, 2018
In this article, we examine teachers' use of knowledge sources in meetings where they discuss and formulate initiatives and solutions to develop existing teaching practice based on national test results. While practices of data use have been extensively researched, less attention has been given to the content of data use practices. Analyses of…
Descriptors: Foreign Countries, Secondary School Teachers, Meetings, Information Utilization
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Zhang, Xiaolei; Wong, Jocelyn L. N. – Teachers and Teaching: Theory and Practice, 2018
Studies of professional development have examined the influence of school-based approaches on in-service teacher learning and change but have seldom investigated teachers' job-embedded learning processes. This paper explores the dynamic processes of teacher learning in school-based settings. A qualitative comparative case study based on the…
Descriptors: Foreign Countries, Faculty Development, Communities of Practice, Inservice Teacher Education
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Erlandson, Peter; Karlsson, Mikael. R. – Teachers and Teaching: Theory and Practice, 2018
In this study, the implementation of the Swedish "first teacher reform", where especially skilled teachers get an opportunity to advance in their careers, is examined. The scene is an upper secondary school, Baxter High, in the southwest of Sweden. In this particular school, a new system with first teachers replaces an old system of…
Descriptors: Foreign Countries, Secondary School Teachers, Teacher Leadership, Administrative Policy
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